A presença dos conceitos de Paulo Freire nas pesquisas sobre os estágios curriculares supervisionados nos cursos de Pedagogia

Abstract

The object of this study is the internship in research published in theses and dissertations. My interest in this topic arose during my undergraduate studies, as it is a time during the course when practical experience stands out the most. This gave rise to an interest in researching: What concepts of Paulo Freire can we identify in research on supervised curricular internships in the Pedagogy course? And in order to deal with this problem, we set ourselves the following general objectives: To analyze the presence of Freirean concepts in research on supervised internships in Pedagogy courses. As specific objectives we sought to identify the concepts of Freirean pedagogy present in research on supervised curricular internships in Pedagogy courses; Systematize Paulo Freire's contributions, present in research on supervised curricular internships, for the training of pedagogues. Our methodology used a qualitative, descriptive and exploratory bibliographic approach. After data collection, we reviewed the literature through the digital platforms of the Digital Library of Theses and Dissertations (BDTD) and the CAPES Catalog of Theses and Dissertations, to survey research from 2016 to 2021. We then sought to identify and analyze Paulo Freire's concepts that stood out most in the research, observing and analyzing how they appear in the research and how they underpin it. For this content analysis, we took as a basis the studies of Bardin (1977), because we sought to verify what was "behind the words" bringing to the research meanings through the analysis of the concepts that were most recurrent in the research, so we carried out the organization of the research through three chronological poles that are highlighted by Bardin (1977, p. 95) being them: pre-analysis, exploration of the material and treatment of the results, inference and interpretation". In the end, we found the presence of 28 of Paulo Freire's concepts: pre-analysis, exploration of the material and treatment of the results, inference and interpretation". In the end, we found the presence of 28 of Paulo Freire's concepts: dialogue, praxis, curiosity, critical reflection on practice, inconclusion; teaching and discourse, knowledge of experience made, right thinking, ethical-political

commitment, restlessness, critical educational practice, research, hope, activism- verbalism, love-love, aesthetics and ethics, rabidity and hatefulness, intellectual

discipline, unity, humanization, inauthentic word, solidarity, humility, awareness, creativity, objectivity and situationality. However, we also found that there are concepts that do not appear and are necessary for the critical and reflective training of the pedagogue, such as: tolerance, knowing how to listen, methodical rigor, reading the world, reading the word, freedom, authority, etc. It is therefore a warning that these concepts do not appear in research on internships and related to the initial training of future educators.